1. Historial
Overview of
Methodologies
in ESL
APPROACH METHOD
TECHNIQUE

2. METHODOLOGY
Pedagogical
practices in
general and
considerations
involved in
“how to teach”
Based in
epistemological
stance ( how
do we learn)

3. History of Language Teaching

4. Why do we need to know the history
of language teaching?
 Key to the understanding of the way
things are and why they are that
way.
 Teachers may better comprehend
the forces that influence their
profession

5. CLASSICAL PERIOD (17th , 18th and 19th centuries)
EDUCATION AS AN ARM OF THEOCRACY
Purpose of education to teach religious
orthodoxy and good moral character
FOREIGN LANGUAGE LEARNİNG ASSOCIATED WITH
THE LEARNİNG OF GREEK AND LATİN - purpose of
learning a foreign language to promote
speakers’ intellectuality.
1850’s: Classical method came to be known as
Grammar Translation Method

6. 1850’s to 1950’s: Grammar Translation
 Emphasis on learnıng to read & wrıte
 Focus on grammatical rules, syntactic structures, rote
memorization of voc. and translation of literary texts
 Voc. is taught in the form of lists of isolated words.
 Long, elaborate explanations of the intricacies of
grammar are given.
 Medium of instruction was the mother tongue
 No provision for the oral use of language
 Speaking and listening were mediated via
“conversation classes”, add-ons to the main course

7. Early Mid-20th Century
 Demand for ability to speak a foreign language
 Reformers reconsidering the nature of
langauge and learning
 Three Reformers (the way children learned
languages was relevant to how adults learned
languages)
 Research biography on:
 C. Marcel
 F. Gouin
 T. Pendergast

8. Early Mid- 20th Century
 Marcel
 Emphasized the importance of
understanding meaning in language
learning
 Pendergast
 Proposed the first structural syllabus
(arranging grammatical structures so that
the easiest was taught first)

9. F. Gouin (french teacher of Latin)
 Gouin - Painful experience in learning German
 Tried to memorize a German grammar book
and a list of 248 irregular German verbs
 Observed his three-year old nephew
 Came up with the following insights
 Children use language to represent their
conceptions.
 Language is a means of thinking, of
representing the world to oneself.

10. The Series method
 Series METHOD: a method that taught
learners directly (without translation) and
conceptually (without grammatical rules and
explanations) a “series” of connected
sentences that are easy to percieve.
 Emphasized presenting each item in context and
using gestures to supplement verbal meaning
 Taught learners directly a series of connected
sentences.
 Ex. I stretch out my arm. I take hold of the handle. I open
the door. I pull the door.

11. Berlitz (The Direct Method)
• Posited by Charles Berlitz
Second language learning is similar to
first language learning
Emphasis on
- oral interaction
- spontaneous use of language
- no translation
- little if any analysis of
grammatical rules and structures

12. Critiques of the Direct Method
 Successful in private language schools (small
classes, individual attention and intensive study)
 Overemphasized the similarites btw FLLand SLL.
 Reqired native speakers as teachers
 Its success depended on teacher’s skill and
personality more than on the methodology itself

13. The Audiolingual Method (1950’s)
 Outbreak of the World War II
 Heightened the need to become orally proficient
 “the Army Method” (an oral-based approach to
langauge learning)
 Charles Fries and Leonard Bloomfield
(structural linguist)
 İdentify the grammatical structures and the
basic sentence patterns
 Practice these patterns by systematic
attention to pronounciation and intensive oral
drilling

14. How ALM differs from the
Direct method

15. Structural-situational Language Teaching
(1960’s-1980’s)
 Pragmatic version of Audiolingualism
 Language presentation and practice was
situationalized
 All techniques of ALM + situation (use of concrete
objects, pictures, and relia together with gestures and
actions)
 Speaking and listening (most important)
 Gave rise to the idea of PPP (presentation, practice,
production)
 PPP Target item presented
Semi-controlled practice
Free practice (role-play)

16. The Designer Method of the 1970’s
Chomsky- drew the attention to the “deep
structure” of language
Earl Stevick- take account the affective
and interpersonal nature of language
learning and teaching

17. Designer Methods (Humanistic
Approaches) 1970’s 1980’s
 Suggestopedia (Lazanov)
 Used relaxation as means of retaining
knowledge and material
 Music plays a pivotal role (Baroque music
with its 60 beats per minute and its specific
rythm created “relaxed concentration” which
led to “superlearning)

18. The Silent Way (Caleb Gattegno)
Gattegno - Characterized by
a problem-solving approach.
Develops independence and
autonomy and encourages
students to cooperate with
each other.

19. Humanistic Approaches
 Community Language Teaching (developed by
Charles A. Curran)
 Applies psychological counseling techniques to learning
 Learners in a classroom were not regarded as a “class” but as
a “group” in need of certain therapy and counseling.
 Basic procedures of CLL derives from counselor-client
relationship
 Open interpersonal communication and the role of supportive
community was emphasized
CLL can also be linked to language alternation used in bilingual
education (lesson presented first in NL and again in the SL)

20. Total Physical Response
(James Asher)
 Asher - Adult second language learning
as a parallel process to child first
language acquisition
 Undemanding in terms of linguistic
production
 Attempts to teach language through
physical motor activity (by the use of
imperatives)

21. 1980’s Interactive views of language
teaching
 Communicative Language Teaching
 Learners learn a language through using it to
communicate
 Authentic and meaningful communication should be
the goal of classroom activities
 Fluency is an important dimension of
communication
 Communication involves the integration of different
langauge skills
 Learning is a process of creative construction and
involves trial and error

22. Spin-off approaches of CLT
 These approaches share the same basic set
of principles of CLT, but which spell out
philosophical details or envision instructioanl
practices in somewhat different ways.
Research on for Mar. 02:
 The Natural Approach
 Cooperative Language Teaching
 Content- Based Language Teaching
 Task-Based Language Teaching

23.  Your understanding of what language
is and how the learner learns will
determine to a large extent, your
philosophy of education, and how you
teach English: your teaching style, your
approach, methods and classroom
technique.

24.  What dimension of language is
prioritized?
 Grammatical dimension
 What needs to be taught?
 Phonological units
 Grammatical units and oprations
 Lexical items
Language is a system of structurally related
elements for the coding of meaning.

25.  What dimension of language is
proritized?
semantic and communicative
dimension of language
 What needs to be taught?
functions, notions of language
Language is a vehicle for the expression of
functional meaning.

26.  What dimension of language is
prioritized?
Interactive dimension of language
 What needs to be taught?
Patterns of moves, acts negotiation
and interaction found in
conversational exchanges.
Language is a vehicle for the realization of interpersonal relations and
for the performance of social transactions between individuals

27. Elements and Subelements of Method
 Approach
 Assumptions and beliefs
about language teaching
and learning
 Design
 Objectives
 Syllabus
 Activities
 Roles of Teachers
 Roles of Learners
 Materials
 Procedure
 Implementational Phase
 A method is
theoretically
related to an
approach, is
organizationally
determined by a
design, and is
practically realized
in procedure

28. A language is considered to be
a system of communicating with
other people using sounds,
symbols and words in
expressing a meaning, idea or
thought.
Definition of language:

29. HOMEWORK
 Research and create a chart of all methods marked with one
arrow, breaking them down into: Method or approach,
Linguist, principles and characteristics, teachers role,
students role. Presentation and creativity will be taken into
account. Use any online program. Send it to my mail, latest
March 05 midnight.
 Research on topics/luinguists marked with two arrows. (This
must be sent by mail – deadline March 01). Paraphrase. (See
model of cover. Remember, use APA Format.
 Analyze video presented and make a mind-map with relevant
information. – deadline Feb. 26
 DO NOT FORGET TO BRING YOUR BOOKS FOR NEXT
CLASS Feb. 28.